Review MC practice 17:1*

This is review material to prepare you for events discussed in chapter 17.

Review Questions pre- Chapter 17
1. William Henry Harrison, the Whig party’s candidate in 1840, was
A. a true common man.
B. a very effective chief executive.
C. made to look like a poor western farmer.
D. born in a log cabin.
E. the first military officer to become president. 298

2. Most of the early American settlers in Texas came from
A. New England.
B. the Ohio Territory.
C. the Old Northwest.
D. the Middle Atlantic states.
E. the South and Southwest. 298

3. One reason for the Anglo-American rebellion against Mexican rule was
A. the Mexicans opposed slavery.
B. the Mexican government refused to allow the “Old Three Hundred” to purchase land.
C. Anglo-Texans wanted to break away from a government that had grown too authoritarian.
D. Anglo-Texans objected to the Mexican government’s execution of Stephen Austin.
E. Mexicans tried to establish slavery among the Texans. 297

4. Texans won their independence as a result of the victory over Mexican armies at the Battle of
A. San Jacinto.
B. Goliad.
C. the Alamo.
D. Santa Anna.
E. the Rio Grande. 295

5. Texas gained its independence in 1836 with
A. help from Britain.
B. no outside assistance.
C. the blessing of the Spanish government.
D. help from the French.
E. help from Americans. 295

6. Spain ceded its (insubstantial) claims to the Oregon Country in
A. the Adams-Onis (Florida Purchase) Treaty of 1819.
B. the Convocation of 1938.
C. the Vallee- Mendoza Treaty of 1822.
D. the Hay- Pauncefote Agreement.
E. the Mesabi- Webster Treaty of 1842. d, 266-7, 401

7. The US and England agreed to do what in the Anglo-American Convention of 1818 (Choose ALL that apply)?
A. Finalize the boundary between Maine and Canada.
B. Set the northern boundary of the Louisiana Purchase at the 49th parallel.
C. Jointly occupy the Oregon Country.
D. Repatriate the Acadians to Canada.
E. Share valuable fishing rights off the coast of Newfoundland. d, 265-6; 402

8. The doctrine of noncolonization in the Monroe Doctrine was
A. incapable of being enforced by the United States at the time the doctrine was created.
B. greeted with enthusiasm and gratitude by Latin Americans who believed the Americans could be more cooperative than the Spanish and the British.
C. universally acclaimed in Great Britain as an act of statesmanship.
D. mostly a symbolic gesture of goodwill to the Latin American republics.
E. opposed by both Whigs and Democratic-Republicans. 267, d

9. Which of the following is a country that claimed some rights to the Oregon Country in the 19th century, besides the US, Britain and Spain?
A. Denmark
B. Russia
C. Japan
D. Mexico
E. France 401-2

10. Britain’s claims to the Oregon country rested predominantly upon
A. the explorations sponsored under Prince Henry Longshanks.
B. Indian treaties with the British from the 1650s.
C. the defeat of the French (and their Canadian interests) during the French and Indian War.
D. the trade relationships between the Indians there and the Hudson’s Bay Company
E. the voyages and explorations of John Cabot. 401

Test review chapters 14-16

1. By 1860, slaves were concentrated in the “black belt” located in the
A. border states of Kentucky, Missouri, and Maryland.
B. mountain regions of Tennessee, West Virginia, and Kentucky.
C. old South states of Virginia, North Carolina, and South Carolina.
D. new Southwest states of Texas, Arkansas, and Indian Territory.
E. Deep South states of Georgia, Alabama, Mississippi, and Louisiana.

2. Sexual differences were strongly emphasized in 19^th century America because
A. the market economy increasingly separated men and women into distinct economic roles.
B. men were regarded as morally superior beings.
C. it was the duty of men to teach the young to be good, productive citizens.
D. frontier life necessitated these distinctions.
E. women believed this emphasis brought them greater respect.

3. By 1860, the value of slaves in the South was
A. two billion dollars.
B. five billion dollars.
C. one billion dollars.
D. 200 million dollars.
E. 500 million dollars.

4. The Anti-Masonic party of 1832 appealed to
A. the supporters of Andrew Jackson.
B. people opposed to the growing power of evangelical Protestants.
C. those who wished to keep the government from meddling in social and economic life.
D. American suspicions of secret societies.
E. supporters of the American System.

5. During the first hours of Nat Turner’s Rebellion, how were the first victims killed?
A. they were killed with hatchets and axes
B.  they were suffocated
C. they were lined up and shot
D. they were whipped to death
E. their houses were set on fire

6. Women became especially active in the social reforms stimulated by the 2^nd Great Awakening because
A. they were looking to obtain as much power as possible at the expense of men.
B. they refused to accept the idea that there was a special female role in society.
C. religious social reform legitimized their activity outside the home.
D. many of the leading preachers and evangelists were women.
E. they saw churches as the first institutions that needed to be reformed.

7. In general, ____ tended to bind the West and South together, while _____ and _____ connected West to East.
A. canals, steamboats, turnpikes
B. railroads, canals, steamboats
C. steamboats, canals, railroads
D. turnpikes, steamboats, canals
E. turnpikes, railroads, steamboats

8. Nauvoo, Illinois
A. was the site of a new factory dedicated to creating interchangeable parts.
B. was the home of Lane Theological Seminary.
C. was the site of a great anti-slavery riot in which a printer and
minister was killed.
D. was the site of the first women’s college in the US.
E. was where Brigham Young was elected to replace Joseph Smith

9. Slaves fought the system of slavery in all of the following ways EXCEPT
A. slowing down the work pace.
B. sabotaging expensive equipment.
C. refusing to get an education.
D. running away if possible.
E. stealing goods their labor had produced.

10. The basis for modern mass production was the
A. cotton gin.
B. use of interchangeable parts.
C. creation of the mechanized assembly line.
D. principle of limited liability.
E. musket.

11. Most white southerners were
A. industrialists.
B. subsistence farmers.
C. plantation owners.
D. small farmers with a few slaves.
E. mountain whites.

12. All of these were legal questions raised as a result of the new market economy EXCEPT
A. how tightly should patents protect inventions?
B. who should own the new transportation network?
C. can a democratic government still support slavery?
D. who should own these new technologies?
E. should the government regulate monopolies?

13. This semi- secret Irish organization helped Irish immigrants in America.
A. The Know-Nothings
B. The Molly Maguires
C. the Veiled Prophets
D. The Ancient Order of Hibernians
E. Sinn Fein

14. Which group would be least likely to support prohibition laws?
A. women
B. Protestant ministers
C. Temperance groups
D. Mormons
E. Roman Catholics

15. Transcendentalism was inspired by what simultaneous overseas movement?
A. Realism
B. the Enlightenment
C. the Renaissance
D. Romanticism
E. Abstract Expressionism

16. Which of these was NOT one of the “canal consequences?”
A. Many New England farmers had to give up farming and find other livelihoods, such as factory work.
B. Farmland in the Great Lakes area became much more profitable to farm.
C. Syracuse and Rochester in western New York experienced rapid growth.
D. The construction of railroads in New York and the Old Northwest was abandoned since canals were cheaper.
E. Chicago, Detroit and other cities of the Old Northwest became significant economic centers.

Link to Shaker furniture examples

http://www.artcomplex.org/shaker.html

John Quincy Adams and Slavery: from the Gag resolution to the Amistad

John Quincy Adams, while president, did not publicly advocate abolitionism. However, after his term in office, he was elected to the House of Representatives, where he became a well-known opponent of the Gag Rule (see pp. 391 in your text).

Click on the link to read a historical essay in .pdf format regarding Adams’ stances regarding slavery: http://digital.library.okstate.edu/oas/oas_pdf/v50/p176_180.pdf

But perhaps one of the most well-known incidents with Adams was his involvement in the Amistad case. The Amistad was a slave ship bound for Cuba when the captured Africans aboard seized control of the ship. Eventually the ship was stopped by the US Coast Guard, and a court case began to determine, among other things, where the Africans were to go (the options included back to Africa, to prison or execution for mutiny, or back to the Spanish to be sold into slavery). Adams was one of the attorneys who defended the Africans during the trial. It is a fascinating story that you need to understand. Here is an article  about John Quincy Adams and the Amistad case, from the American Almanac, if you have not seen the movie: http://american_almanac.tripod.com/amistad.htm

Outline Notes Chapter 16

Outline format chapter 16 Due Wednesday/Thursday, October 19-20

I. What was the structure of Southern society?

A. Planters

Minority, aristocratic

Dependence on cotton

Ecological consequences

B. Slaves

Life

Passive Resistance

Active Rebellion

C. Non-slaveholding Southern whites

Use of racism to gain their support to planters

“Crackers” and other insults

D. Free blacks and mulattoes

II. What forces and attitudes shaped abolitionism and opposition to the spread of slavery?

A. American Colonization Society and Liberia

What is it like in Liberia now? Look it up.

B. Lane Theological Seminary and its “Rebels”

C. William L. Garrison and The Liberator

The American Anti-Slavery Society

D. Black abolitionists

E. Politics—the Liberty Party

F. The Gag Rule and John Quincy Adams

III. Important questions to answer:

A. Why did non-slaveholding whites support the planter aristocracy?

B. How did the production of cotton change geographically between 1820 and 1860?

C. What were the consequences for counties in which blacks outnumbered whites?

1. What impact might this have had on developing attitudes toward race and the defense of slavery?

D. What did slaves fear the most, and why?

E. What did whites fear the most, and why?

Outline format Chapter 15

I. Why do the changes in society and technology cause an urge to reform society and literature?

A. What were the causes of the religious flowering in the Second Great Awakening?

1. Age of Reason

2. Unitarianism and Deists- a backlash against the First Great Awakening?

3. In what ways is the 2nd Great Awakening a response to the Enlightenment or rationalism?

B. What was revivalism? How does this compare to the First Great Awakening?

The “Burned-Over District,” millenarianism, camp meetings and “getting saved”

C. Key figures and groups

Circuit riders, Unitarians, Peter Cartwright, Charles Finney, Millerites, Mormons

D. Education as a further goad to democracy

Primary: Horace Mann, Noah Webster, McGuffey’s Readers

Post-secondary: U of Virginia, Troy Female Seminary, Oberlin College, Mt. Holyoke

Lyceum and critical magazines

E. Treatment of criminals and the mentally ill

Dorothea Dix

II. . What factors lead to women being newly empowered?

A. reaction against “cult of domesticity”

B. Key figures

1. Lucretia Mott

2. Elizabeth Stanton

3. Susan B. Anthony

4. Lucy Stone

5. Grimke’ sisters

C. Senesca Falls Convention

1. Summarize the “Declaration of Causes and Sentiments”

III. Can paradise be created on earth?

A. The Utopian movements and the Transcendentalists

Brook Farm, Shakers, Oneida Community

Emerson, Thoreau, “Self- Reliance,”

B. Prohibition and temperance

Neal Dow and the Maine Law of 1851

C. How does this idealism contrast with trends in American literature and art?

the “Knickerbocker” group, Cooper, Irving, Whitman, Whittier, Lowell, Oliver W. Holmes, Alcott, Poe, Hawthorne, Melville

Historians Bancroft, Parkman, and Prescott

D. Transcendentalism– explain the basic beliefs

1. Emerson

2. Thoreau

Practice for terms checks due Monday over chapter 15

If you earned below a 70% on your 13-14 terms check, you will be assigned written terms and definitions over chapter 15 IN ADDITION TO YOUR NOTES.

These will be due on Monday to help you raise your grade on your terms check.

The chart for the people in chapter 15 will count toward part of this assignment– in other words, define and tell the significance of all terms in chapter 15 that are not persons, and complete the chart for those terms that ARE persons. You do not need to do terms twice.

Your terms check over chapter 15 will be MONDAY, OCTOBER 17.

There is NO substitute for reading the text carefully. You must do it.

Review items for midterm

Encomienda/ Black Legend/ Treaty of Tordesillas/ impact of Crusades
Columbian Exchange and impact worldwide – food and microbes
Impact of New World gold on Old World economy/ capitalism
early exploration- differences between Spanish, French, English; Treaty of Tordesillas; impact on Native peoples
Impact of horses, weapons, and trade goods on Native Peoples
Iroquois Confederacy/Powhatan’s Confederation/ Handsome Lake/ Tecumseh
Jamestown vs, Massachusetts similarities and differences
Pilgrims and Puritans- beliefs and differences/ Model of Christian Charity/ Virginia Company
Labor- indentured servitude/ slavery/ immigration/ early industrialization/ headright system
Egalitarianism vs. class structure/ women’s rights/
Family structure differences between Jamestown and Massachusetts
Reasons for settling of early colonies/ Carolinas/ New York/ Maryland/ Pennsylvania/ Georgia, etc
Anne Hutchinson, Roger Williams and Rhode Island, Quakers
Salem Witch Trials
Half-way Covenant- reasons for implementation, effect of compromise
Early agriculture by region/ tobacco/ cotton /cotton gin/ westward settlement
Women’s sphere
Religion- influence on settlement, establishment, religious dissent, Connecticut Blue Laws, Act of Toleration, main denominations
Most populous/ wealthy colonies/ politically powerful
Attempts at Unity/ problem of disunity
Economic and democratic features of Constitution/ demigods/ Charles Beard
Early governments: Mayflower Compact, Fundamental Orders, House of Burgesses, town meetings, voting requirements, state constitutions
New England Confederation/ Dominion of New England- differences, reasons for establishment
Benign neglect/ Navigation laws/ Mercantilism
Natural rights/ rights of Englishmen/ common law/ feme covert/ Zenger case
French and Indian War- causes, personages, impact on relation with England
Albany Congress
Proclamation of 1763
Early agriculture by region/ tobacco/ cotton /cotton gin/ westward settlement
Reasons for American Revolution/ Intolerable Acts/ taxation policy
Patrick Henry/ Samuel Adams/ John Adams/ Benedict Arnold
Republicanism/ Common Sense
Land Ordinance 1785/ Northwest Ordinance 1787
Concept of sovereignty
Founding Fathers and slavery
Native people in French and Indian War and Revolution
Triangular trade—goods and seaports
1st Great Awakening- causes, impacts major figures
Jeffersonian/ Hamiltonian disagreements
beginning of political parties- issues, leaders, beliefs
Articles of Confederation-accomplishments, weaknesses
Republican Motherhood/ runaway wives
Impact of Revolution on Slavery
Philosophical foundations of Revolution and Constitution
Main features of Constitution- enumerated powers, function of different branches of govt., Bill of Rights, fundamental law, Electoral College, elastic clause, necessary and proper, advise and consent, implied powers, habeas corpus
Interpretation of Constitution: strict-loose interpretation/Compact theory/ doctrine of nullification/ attempts at secession, Va. and Ky. Resolutions
Alien and Sedition Acts
Rebellions: Shays’, Whiskey, Bacon’s, slave uprisings, Regulators, Paxton Boys and impacts
Compromises in Constitution and impacts
Relations with France and England during the early Republic/ Franco-American treaty/ Embargo Act/ Macon’s Bill No. 2
Major Treaties: Peace of Paris, Ghent, Greenville, Jay, Pinckney,
Basic beliefs of Whig party
Precedents of Washington’s presidency
Creation of Market economy/ early industrialization
John Marshall’s influence, main cases, and beliefs/ judicial review
Tariffs and protests- Hamilton’s financial plan, 1816, 1824, 1828, SC Exposition
Transportation-infrastructure/American System/ Canals, steamboats/ Cumberland Road/ right of deposit
Jeffersonian Democracy/ Common man/ natural aristocracy
Debtor vs. Creditor/ currency issues
1st and 2nd Bank of the US
Empire for Liberty/ yeoman farmer/ Louisiana Purchase/ Jefferson’s dilemma
Westward expansion and Mississippi River/ Indian Removal
Lewis and Clark/ Corps of Discovery
War of 1812—Causes/Frontier/Impressment/ 2nd War of Independence/ Star Spangled Banner
Nationalism/ sectionalism- tension
Era of Good Feelings
Rise of Andrew Jackson
Jacksonian Democracy
Major documents

Some help for your terms in chapter 15

Warning: There are a LOT of people talked about in chapter 15 of your text. It’s another one of those chapters that covers 70 years of history and it seems to laundry-list a lot of cultural figures. To help you learn this not only for my terms check and my test, but also for the AP exam, I have created a simple chart for you to use. I have attached a pdf of it right here:

Authors, Artists chart ch. 15

THIS CHART WILL BE DUE MONDAY OCTOBER 17!

Simply use the chart to create a handy reference for yourself. You could even make another copy of it for the scientists and architects. You then can keep that to use on your semester final and your AP test prep in the spring. Here’s an example of how to fill it out:

Name: Henry Wadsworth Longfellow, Harvard professor–Field: poet——–Major works: Evangeline (1847),about the Acadians’ expulsion from Canada; Song of Hiawatha (1855), the story of an Ojibwe warrior and his sweetheart; Paul Revere’s Ride (1860).. “Listen my children and you shall hear…“

sem 1 midterm questions, parto- uno

Semester 1 practice questions

 

1. The economic theory of mercantilism would be consistent with which of the following statements?
A. Economies will prosper most when trade is restricted as much as possible.
B. Tariff barriers should be avoided as much as possible.
C. Colonies are of little economic importance to the mother country.
D. It is vital that a country imports more than it exports.
E. A government should seek to maximize exports.

2. The most significant difference between the Pilgrims and the Puritans is that the Pilgrims
A. arrived in New England first.
B. obtained a grant of settlement from the London Company.
C. wished to separate from the Church of England.
D. had a strong leader.
E. celebrated the first Thanksgiving.

3. Which of the following was NOT associated with our foreign relations with France in the 1790s?
A. XYZ affair                                                D. Treaty of 1778
B. Citizen Genet                                    E. Barbary pirates
C. Undeclared naval war, 1798

4. The first ten amendments to the Constitution, the Bill of Rights, were added to protect
A. the states from the power of the federal government.
B. individual citizens from the power of the federal government and state governments.
C. individual citizens from the power of state governments.
D. individual citizens from the federal government.
E. minorities from the majority.

5. Secretary of the Treasury Alexander Hamilton proposed that the federal government do which of the following?

I. Have a protective tariff rather than a revenue tariff
II. Establish a national bank
III. Promote the development of industry
IV. Pay off foreign and national debts
V. Have the federal government assume state debts
VI. Establish an excise tax

A. II, IV, and VI only                                    D. II, III, IV, V, and VI only
B. I, II, III, IV, V, and VI                         E. I, II, V, and VI only
C. II, IV, V, and VI only

6. Under the mercantilist system, the British government reserved the right to do all of the following regarding the American colonies EXCEPT
A. restrain the colonies from printing paper currency.
B. restrict the passage of lax bankruptcy laws.
C. determine what the colonies could manufacture.
D. prevent the colonies from developing militias.
E. restrict the colonies from trading with any country but England.

7. What was the purpose of the Proclamation of 1763?
A. to encourage an American invasion of Canada.
B. to forbid colonial trade with any country but Britain
C. to attempt American neutrality in the struggle between France and Britain.
D. to make a claim for British possession of Florida at the expense of Spain.
E. to forbid American settlement in western areas occupied by Native Americans until treaties could be concluded.

8. “… and he [the president] shall nominate, and by and with the advice and consent of the Senate, shall appoint… judges of the Supreme Court…”
The above passage from the Constitution best illustrates the concept of
A. checks and balances.                        D. the power of the purse.
B. executive privilege.                        E. habeas corpus.
C. judicial review

9. The New England Confederation
A. included all the New England colonies.
B. was designed to improve colonial defense.
C. led the American colonies to seek independence from England.
D. was created by the English government to streamline its administration of the colonies.
E.  was an economic and trade alliance.

10. The Dominion of New England
A. included all the New England colonies.
B. was created by the English government to streamline its administration of the colonies.
C. was designed to improve colonial defense.
D. eventually included New York and east and west New Jersey.
E. all of the above.

11. The Quartering Act imposed by the British in 1766 was so resented by American colonists that it was the direct inspiration for which amendment to the Constitution?
A. First                                                D. Fourth
B. Second                                                E. Fifth
C. Third

12. When wives would leave their husbands in 18^th century America,
A. they inevitably would forfeit all right to any marital property.
B. their husbands could be forced to give them a divorce if they could prove cruelty on the part of their husbands.
C. they were legally required to return to their husbands or face imprisonment or public flogging.
D. their husbands lost custody of the children.
E. their husbands would often take out ads in newspapers denying any responsibility for their wives’ debts.

13. The Northwest Ordinance
A. provided for the survey and sale of public lands in the Old Northwest.
B. established a procedure for setting up townsites and funding schools in territories.
C. banned slavery from the territory.
D. cleared the way for the ratification of the Articles of Confederation.
E. limited legal settlement to the Ohio River Valley.

14. Which of the following were NOT among the Intolerable Acts?
A. The port of Boston was closed.
B. The House of Burgesses was dissolved by Virginia’s governor.
C. British officers could only be tried in England for crimes.
D. Massachusetts colonists were forced to house British troops.
E. The Massachusetts charter changed so that the Council was appointed by the king.